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The doctor is in [published erratum appears in Acad Med 1993 May;68(5):365],
Training an appropriate mix of physicians to meet the nation's needs
An approach to training and retaining primary care physicians in rural Appalachia
Faculty status for clinician-educators
Long-term outcomes of innovative curricular tracks used in four countries
Let's say “no” to Canada-bashing
Compressed video for clinical consultation
What our medical students learned when they talked with parents of sick children
Medical education and the need for greater awareness of Asian Americans' cultural diversity
A second minority mentorship program
Fostering surgery residents' learning in an ICU rotation
Influence of candidates' test selection on pass rates on examinations for certification by the Educational Commission for Foreign Medical Graduates
Effects of examinee gender, standardized-patient gender, and their interaction on standardized patients' ratings of examinees' interpersonal and communication skills
Changes in the patterns of specialties selected by high and low academic performers before and after 1980
Selection of anesthesiology residents
Changes in residents' self-assessed competences during a two-year family practice program
Physicians' productivity and teaching responsibilities
Comparison of patients' and their resident physicians' responses regarding smoking-cessation interventions
Consulting-skills training to improve medical students' diagnostic efficiency
First-year medical students' opinions and projected practice behaviors regarding abortion
Usefulness of a data-collection form in learning physical diagnosis
Perspectives in assessment
A case of mistaken identity
Evaluating the competence of physicians in practice
Assessment during postgraduate training
Relevance of “irrelevant” facts in medical education
The relationship of academic measures in medical school to performance after graduation
The empirical association between student and resident physician performances
Clinical performance-based test sensitivity and specificity in predicting first-year residency performance
Relationships of interns' performances to their self-assessments of their preparedness for internship and to their academic performances in medical school
Validity of NBME Part I and Part II scores for selection of residents in orthopaedic surgery, dermatology, and preventive medicine
Lifelong learning of physicians
Examination of nonresponse bias in a major residency follow-up study
Measuring and predicting the performances of practicing physicians
Is the glass half full or half empty? A reexamination of the associations between assessment measures during medical school and clinical competence after graduation
What have we learned, and where do we go from here?